Wake Learning

One of the first e-learning systems was built in 1960, decades before the internet existed. 💻

It was called PLATO. A computer-based learning platform that gave users access to lessons through a screen, long before any of the tools L&D teams work with today.

What researchers didn't expect: learners quickly started using it to message and socialize with each other instead of engaging with the content.

Even then, with brand-new technology, in an era when a computer screen was novel, engagement wasn't automatic just because the platform was new.

That's worth keeping in mind. The tools have changed completely. The challenge hasn't. Learning that doesn't give people a reason to engage will always compete with something more interesting.

The platform was never the answer by itself.

We're heading to ATD 2026 in Los Angeles, May 17–20. We'd love to connect at Booth 2220.

ATD brings together L&D professionals from across the country to share what's actually working in the field. Hundreds of sessions, workshops, and real conversations about where workplace learning is heading and how organizations are building programs that stick.

Miranda Carter will be representing Wake Learning at the conference. If you're attending, connect with her ahead of the event 👉 https://hubs.li/Q04b3mLT0

Still finalizing your plans? There's still time to register 👉 https://hubs.li/Q04b3d9H0

Learners can retain up to 50% more when they test themselves instead of re-reading. 🧠

Cognitive psychology research is consistent on this: actively recalling information from memory strengthens long-term retention far more than reviewing notes.

Re-reading feels productive. That's the problem.

When something is easy to process, people assume they've learned it. This is called the fluency illusion, and it's one of the most common traps in learning design.

Retrieval practice works differently. It requires effort, and that effort is what builds memory.

That's why quizzes, recall prompts, and short exercises belong in the learning itself, not just at the end as assessments.

Try it: replace one re-reading section with 3-5 short questions that ask learners to recall key points without looking at their notes. Or pause after a section and ask them to write down everything they can remember before checking the material.

The most effective learning rarely feels the easiest in the moment.

What if better learning came from just doing less?

When schedules are tight, clutter stands out fast.

Learning rarely improves by adding more content, more steps, or more activities. It usually gets better when you remove one unnecessary thing.

Less noise. Less overload. Less friction.

When learning is stripped back to what really matters, focus improves and understanding follows.

A simple place to start:
✔ Remove any section learners never act on
✔ Delete one step that exists “just in case”
✔ Cut one page or screen entirely and see if anything breaks

Sometimes, progress starts with subtraction.